Findings of 79 research reports were analyzed to assess the effects of calculators on student achievement and attitudes. Except in grade four, use of calculators in concert with traditional mathematics instruction improved average students' basic skills with paper and pencil, both in working exercises and in problem solving. (MNS)

A meta-analysis of nine studies on psychotherapy with persons who have mental retardation found a wide range of research designs, types of interventions, and participants. The evaluation also pointed to a moderate degree of change in outcome measure and moderate effectiveness in terms of benefit to clients with mental retardation. (Contains…

In this project, a resynthesis of the research dealing with student performance in new science curricula was conducted using refined statistical procedures. Results generally supported earlier meta-analysis studies. (CW)

Findings of positive effects of mastery learning on experimenter-made measures can be interpreted as supporting the view that this technique may help focus teachers on a given set of objectives. The claim that mastery learning can accelerate achievement, in general, in elementary and secondary schools is still awaiting evidence. (SLD)

Data from 30 studies involving gender differences related to science achievement were synthesized using analyses of effect sizes and vote-counting estimation procedures. Reports that males showed advantages in biology, general science, and physics. (Author/YP)

Summarizes a study using a series of meta-analyses to integrate the factors identified within and outside of the NASSP assessment center process into a consistent theoretical framework for improving principal preparation, assessment, selection, and performance. Proposes a model for future assessment center programs based on this analysis.…

Summarizes recent research concerning inclusion's (generally positive) effects on student learning and social relations with classmates. Three meta-analyses address the most-effective-setting issue by generating a common measure, an effect size. These effect sizes demonstrate a small-to-moderate beneficial influence of inclusive education on…

Twenty-one articles employing peer-mediated interventions to promote social skills of children and adolescents with behavioral disorders were analyzed on their experimental, procedural, and generalization components. The review found that peer-mediated approaches produce immediate positive treatment effects and have contributed to the…

This article summarizes single-subject design intervention studies that include students with learning disabilities. Effect sizes of 85 studies were analyzed across instructional domains, sample characteristics, intervention parameters, and methodological procedures. Findings are supportive of the pervasive influence of cognitive strategy and…

Reviews past and present conceptualizations and summarized narrative and meta-analytic reviews of social skills training (SST) outcome studies. Overall, modest effect sizes are reported in the meta-analytic literature, suggesting that SST is a relatively weak intervention strategy. Recommendations for rebuilding SST are provided. (Author/CR)

Discusses logic and interpretation problems inherent in doing quantitative syntheses of single-case research. Addresses the meta-analytic method of using percentage of nonoverlapping data, highlighting special concerns related to withdrawal designs, sensitivity to variability in behavior, social significance of behavior change, and variables that…

Synthesis of 16 observation studies of reading instruction for students with learning disabilities and/or emotional/behavioral disorders concluded that: (1) substantial time was allocated to reading instruction, especially in special education settings; (2) the quality of reading instruction was low; and (3) independent seatwork and worksheets…

In this discussion of quantitative research synthesis, past criticisms of meta-analysis are reviewed along with the ways they have been addressed. Objections to single-subject synthesis methods are discussed, along with the advantages of using the percentage-of- nonoverlapping-data metric. The article concludes by questioning the veracity of…

Identifies and estimates the influence of educational, psychological, and social factors on learning, using evidence from 61 research experts, 91 meta-analyses, and 179 handbook chapters and narrative reviews. Results suggest an emergent base for school learning, with proximal (psychological, instructional, and home environment) variables exerting…

Asserts that the reductionistic methodology used by M. Wang, G. Haertel, and H. Walberg in their study does not do justice to the educational phenomena they wish to illuminate. In addition, these authors have too simple a view of the relationship between educational research and educational practice. (SLD)